In recent years, museums and other informal learning organizations have increasingly worked to center the needs and interests of marginalized people. In this project, the Children’s Museum of Pittsburgh partnered with EdTogether, Spelman College, and the University of Rochester to integrate research about anti-racism, anti-ableism, and other anti-oppressive approaches to informal learning. We worked with youth and practitioners to conduct a systematic review of equity and belonging work in informal science learning. The review generated insights about how project teams talk about and enact equity and belonging in their work.